Palavras - revista em linha

Editorial

Margarita Correia — 2021-12-13

But after all, what is that story of Portuguese being a pluricentric language?

In the last three or four years, Portuguese has been heard to be characterized as a 'pluricentric language', in official discourse, in newspapers and even in the context of teaching Portuguese, either as a mother tongue or as a non-native language.

What linguistic norm is that? What Portuguese to teach at school?

Edleise Mendes — 2021-12-06

“First we need to understand what we are calling pluricentric languages. The understanding or discussion of pluricentric languages has been in evidence lately in all sectors — in research, in teaching and also in terms of government management and language policies developed by them. Perhaps it has been a discussion left aside a little before, but, because of the need to think about the Portuguese language in a new perspective, for the 21st century, as a language of international communication, as a language of global expression, this discussion has become important."

Teaching Portuguese as a pluricentric language

Ana Luísa Costa — 2021-12-13

In this article, I will try to start from episodes that made me think about my practice and keep changing, in a movement of questioning from the teaching pratice in the classroom to the search for a linguistic foundation in the pedagogical way of acting. Therefore, I do not have theoretical recipes to apply, but concerns that made me have a broader perspective of cultural and linguistic tolerance (Duarte, 2008: 15), placing linguistic plurality at the center of teaching and learning grammar. If the development of linguistic awareness is a core curriculum objective to turn children's intuitive linguistic knowledge into explicit and metalinguistic knowledge, the starting point must be children's prior knowledge. This prior linguistic knowledge, which students bring to the language class and which should become an object of reflection, is “in the heads of children” (Hudson, 1992: 10) and it corresponds to their linguistic experiences: the knowledge of the familiar language(s) they have acquired, in the geographic and social varieties they use to name their world, interact with others, think and dream. What language or dialect does each of my students think and dream of?

Portuguese as a non-native language in the project #EstudoEmCasa

Ana Josefa Cardoso — 2021-12-07

The project #EstudoEmCasa was one of the responses that the Ministry of Education, in partnership with Rádio Televisão Portuguesa, presented to face the difficulties and limitations with which Portuguese students in Basic and Secondary Education struggled during the pandemic that determined periods of closure of schools and home confinement of students, in the academic years 2019/2020 and 2020/2021. Initially, it was, therefore, an initiative that offered students support that would allow them to progress in their learning as well as recover and/or consolidate their knowledge, in a context in which the education system was unable to function in the expected conditions.

Standard norm and teaching of Portuguese in Brazil

Carlos Alberto Faraco — 2021-11-29

The question of the standard norm for written Brazilian Portuguese is open. Or, to be a little more direct, it has not yet been resolved, as it is the case with its teaching, which lacks not only a renewed pedagogy, but, above all, an object delineated with relative precision that could be recognized, by consensus, as the standard norm of contemporary written Brazilian Portuguese.
To understand this situation, it is necessary to go through the complicated history of this standard and observe the main characteristics of the Brazilian linguistic reality in which the processes of standardization of writing must be found.

Resources for a pluricentric approach of the Portuguese language with a focus on the Portuguese from Mozambique

Carla Maciel — 2021-12-08

Although the pluricentric dimension of the Portuguese language is politically recognized, the practice of teaching it continues to be dominated by two norms: the European and the Brazilian. Descriptive studies carried out since the mid-1990s have indicated that the mozambican portuguese language variety already has its own characteristics. There is still no descriptive grammar for this variety, but it is necessary to take advantage of existing resources, whether descriptive studies and dictionaries of Mozambicanisms, or authentic materials demonstrating its use in everyday life, to show learners that this variety exists and differs from reference standard in the country. In this article, some resources available online are presented and some strategies are suggested for a pluricentric approach to the Portuguese language, with a focus on Portuguese from Mozambique.

Pluricentrism in Portugal

Paulo Feytor Pinto — 2021-12-07

At least in the case of languages, such as Portuguese, which have spread throughout the world in a political and social context of European hegemony, a more or less accentuated tendency can be observed in all countries that speak them to maintain the centrality of the norm of former colonial metropolis. In this way, the varieties of the countries that were colonized tend to be seen as less correct and/or prestigious ways of using originally European languages (Clyne, 1992: 459). This stigmatization of the norms emerging from the Other, African, American or Asian, is verified both among European speakers and among extra-European speakers of the language. This is the main obstacle, perhaps the only one, to the affirmation of the pluricentrism of languages constituted by different geographic varieties, spoken in different countries where the language is official.

Discover Portugal in Portuguese as a Foreign Language

Ana Andrade — 2021-11-30

This didactic sequence was presented in the context of a training action for Portuguese as a Foreign Language teachers and is aimed at students from China, who intend to live in Portugal and are adapting to the Portuguese cultural and linguistic reality.
Strategies leading to an effective approximation of various geographic spaces are used, with the aim of informing the student about the environment in which they will be inserted: Portugal in the world, division of the country by districts, main cities and their attractions.

Highlighted

Luís Filipe Redes — 2021-12-05

On May 5th, we celebrate the World Day of the Portuguese Language. By conscious political choice, this day was celebrated with cheers for what this language represents as a symbol of diversity and multiculturalism. We delight in the accents, we listen to the tones, the words that there do not mean the same as here or what we say here that is not how it is said there.
Today we clearly state that Portuguese is a pluricentric language. With various shades, with an easily perceptible variation and another one that, only by studying in depth, is known.
In this testimony that was asked to me, I leave five brief reflections, nourished by my current functions and my formation. Reflections in which the political and academic planes are mixed, because sometimes there is no way to separate them.

Highlighted

Eulália Alexandre — 2021-12-04

The role of the school as a mediator of these top goods that are the national language and culture is undeniable.
Language, as an organized system that we use to establish communication between the various subjects who use the same code, according to Ferdinand de Saussure, “is, at the same time, a social product of the language faculty and a set of necessary conventions, adopted by the body to allow individuals to exercise this faculty”. Understood, therefore, as social institution, resulting from a set of conventions, established and accepted by all who belong to a linguistic collectivity, language exists as a collective body. Therefore, only with the development of sociolinguistics it was possible to more precisely characterize the relations between language and society.

Highlighted

Direction of IAVE — 2021-12-06

The role of the school as a mediator of these top values that are the national language and culture is undeniable.
Aware of the pluricentric nature of the Portuguese language and the need to promote respect for different national varieties, IAVE recognizes the importance of reflecting on ways to address these varieties in the context of Portuguese classes in Basic and Secondary Education.

Accidental canone

Filomena Viegas — 2021-12-13

Excerpts from Torto Arado, by Itamar Vieira Junior, Para onde vão os gatos quando morrem?, by Luís Cardoso, Quando os cravos vermelhos cruzaram o geba, by Tony Tcheka, Rabhia, by Lucílio Manjate, Gungunhana, by Ungulani Ba Ka Khosa, A Família Trago, by Germano Almeida and Antologia Poética, by Maria Lúcia Alvim.

Virtual places

João Pedro Aido — 2021-12-04

Appreciation and comments on interesting websites.

Bibliographic highlights

Luís Filipe Redes — 2021-12-13

Sá, R. Lacerda de (coord) e Grosso, M. José (dir) (2020). Português para Falantes de Outras Línguas: Língua e Cultura em Tempos de Perplexidade. Lisboa: Lidel;
Madureira, André Luiz Gaspari e Cristina Manuela Sá (2021) Transversalidade X – Desenvolvimento da argumentação. Cadernos do LEIP – Série Temas – nº 9. Aveiro: UA Editora.
Fausto Caels, Luís Filipe Barbeiro & Joana Vieira Santos (orgs.). Discurso Académico: Uma Área Disciplinar em Construção. Coimbra / Leiria: CELGA-ILTEC – Universidade de Coimbra / ESECS – Politécnico de Leiria.

101 Words to talk about books

Maria Vitória de Sousa — 2021-12-06

O leão e o Coelho Saltitão (text by Ondjaki & illustrations by Rachel Caiano), A vida íntima de Laura (text by Clarice Lispector & illustrations by Flor Opazo), O urso com música na barriga (text by Erico Veríssimo & Illustrations by Eva Furnari) and Pinok e Baleote (text & illustrations by Miguel Horta).

Tempo de ler...

Luís Filipe Redes — 2021-12-06

About Um Bailarino na batalha by Hélia Correia, Língua Mátria: Contos Inéditos de Autores de Língua Portuguesa, Gungunhana by Ungulani Ba Ka Kosa, Rabhia by Lucílio Manjate and Como veias finas na terra by Paula Tavares.

InfoAPP

Luís Filipe Redes — 2021-12-13

Information on APP activities accomplished out this year.

Cartoon

Luís Afonso — 2021-12-06

Graphic coment of Luís Afonso.

The face of these words

Filomena Viegas — 2021-11-22

Ondjaki and his writting.